Strategi Penguatan Literasi Mitigasi Bencana melalui Pembelajaran IPAS Kelas V Sekolah Dasar

Indonesia memiliki kondisi geografis yang rentan terhadap berbagai bencana alam, sehingga penguatan literasi mitigasi bencana sejak sekolah dasar menjadi penting, terutama melalui pembelajaran IPAS pada materi karakteristik geografis Indonesia. Penelitian ini bertujuan mendeskripsikan kontribusi strategi pembelajaran IPAS terhadap peningkatan literasi mitigasi bencana peserta didik kelas V serta menelaah literasi peserta didik mengenai letak geografis Indonesia dalam mengidentifikasi potensi risiko bencana di lingkungan sekitar. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang dilaksanakan di SDN Klampis Ngasem 5 Surabaya, dengan data diperoleh dari guru, peserta didik kelas V, dan kepala sekolah melalui observasi, wawancara, dan dokumentasi, lalu dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan guru menerapkan strategi pembelajaran variatif dan kontekstual pada tiga indikator literasi mitigasi bencana, yaitu mengenali jenis bencana melalui peta bencana dan video dokumenter, memahami sebab akibat bencana melalui model problem based learning, serta memahami prosedur tanggap darurat melalui simulasi evakuasi. Keberhasilan ini didukung oleh kebijakan kepala sekolah dan kerja sama dengan Satuan Pendidikan Aman Bencana (SPAB), sehingga dapat menjadi acuan bagi guru dan sekolah dalam merancang pembelajaran IPAS yang kontekstual untuk membangun kesiapsiagaan bencana peserta didik.

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Indonesia’s geographical conditions make it vulnerable to various natural disasters; therefore, strengthening disaster mitigation literacy starting at the elementary school level is crucial, particularly through IPAS (Natural and Social Sciences) instruction covering the topic of Indonesia's geographical characteristics. This study aimed to describe the contribution of IPAS instructional strategies for enhancing disaster mitigation literacy among Grade V students and to examine students’ understanding of Indonesia’s geographical location in relation to identifying potential disaster risks in their immediate environment. A descriptive qualitative approach was employed at SDN Klampis Ngasem 5 Surabaya, with data collected from teachers, Grade V students, and the school principal through observation, interviews, and documentation, then subsequently analyzed using the Miles and Huberman model. The results indicated that teachers implemented varied and contextual instructional strategies addressing three indicators of disaster mitigation literacy: recognizing disaster types through disaster maps and documentary videos, understanding disaster cause-and-effect relationships through Problem-Based Learning (PBL) models, and comprehending emergency response procedures through evacuation simulations. This success was supported by school principal policies and collaboration with the Disaster-Safe Education Unit (SPAB) program, offering a reference for teachers and schools in designing contextual IPAS instruction to build student disaster preparedness.